Emotional effects on the teaching-learning process during the pandemic.

Abstract

Several authors agree that the effects of the pandemic on the student population were diverse, especially in the emotional aspect that directly influenced their learning process leading to positive or negative emotional reactions that were typical of the situation of confinement and that affected the development of children. The present work aims to identify the emotional effects caused by the pandemic in Ecuadorian children and that influenced the teaching-learning process. The methodology used in this study was theoretical, through the technique of documentary review of several scientific articles and electronic books taken from the academic google database considering the variables: emotions, teaching-learning process and virtual education. The pandemic has a negative impact on the variables since emotions such as: rejection, stress, anxiety, impotence, lack of interest in learning, difficulty in learning to handle digital tools and a virtual education conditioned by the difficult access to electronic and technological elements are evidenced. Positively, the pandemic has allowed the teacher to generate strategies to guide the emotional part of the children and to make virtual education more bearable and generate the least possible negative impact.